nceo indicator 3 teleconference

NCEO Indicator 3 Teleconference

DATE: Tuesday, November 25, 2008TIME: 10:00 Pacific, 11:00 Mountain, 12:00 Central, 1:00 Eastern

Presenters Facilitator: Anne Chartrand, Southeast RRC Jason Altman, NCEOChris Bremer, NCEOChristopher Rogers, NCEO

Call Purposes

1. To enhance understanding of the meaning behind the APR reports and what information is needed to properly analyze them

2. To provide state personnel with clarified instructions on how to properly complete the data analysis behind the Indicator

3. To enhance state by state APR reporting similarity4. To clarify the similarities and differences between the APR

and Table 6 sets of data and to show shortcuts between the two sets (including the use of a new tool developed by NCEO)

5. To address Improvement Activities for Indicator 3

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Call Materials

• Posted at http://cehd.umn.edu/nceo/indicator3/Indicator3NationalCall.html

• Have your own Table 6 data from your 618 report available

• Have a copy of your improvement activities available

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http://cehd.umn.edu/nceo/indicator3/Indicator3NationalCall.html

• We provide national technical assistance in:– The participation of students with disabilities in

national and state assessments– State standards-setting efforts– State graduation requirements

• http://www.nceo.info

4

Who are we?

NCEO has been responsible for Indicator 3 analysis going back to State Performance Plan submission

http://www.nceo.info/

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APR and Table 6 of 618 – Trail of History

X

APR 03-04 (looks a lot like Table 6)

SPP 04-05 (new format)

04-05 Table 6

SEPARATE

APR 05-06 through 07-08 Table 6 attached!

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Why Is This Important?

Table 6 provides the backbone to APR Indicator 3 (Most states fill out their Section 618 report first)

OSEP needs the data from both these sources so that it has a clear picture of the assessment of SWDs across states

National summary by content, type of assessment, and grade is important

What do the data tell us?

We know how difficult your job as data managers can be!!!

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APR Instructions – 2007-08

A. AYP• # of districts meeting the State’s AYP objectives for

progress for the disability subgroup divided by the total # of districts meeting minimum “n” size

B. Participation• Sub-indicators for Regular Assessment (both with

and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS)

C. Performance• Sub-indicators for Regular Assessment (both with

and without accommodations), and Alternate Assessment (both AA-GLAS, and AA-AAS)

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Indicator 3A - AYP

• This number is intended to show the percentage of districts in your state that are making Adequate Yearly Progress

• To do this, districts must meet AYP for both Math AND Reading– AYP DATA BY CONTENT AREA DO NOT GIVE A

CLEAR PICTURE WITHOUT AN OVERALL NUMBER

• Proper Calculation on following page

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Indicator 3A - AYP

Example calculation – State XYZ has had 32 districts meet AYP for Math, and 28 districts meet AYP for ReadingONLY 14 districts made AYP for BOTH Math and Reading

State XYZ had 50 districts meet the minimum “n” sizeCalculation = districts meet AYP / total “n” districts

= 14 / 50= 28% overall

NOTICE – THIS NUMBER IS LESS THAN OR EQUAL TO THE MATH OR READING CONTENT AREA ONLY CALCULATION

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Indicator 3A - AYP

Grade

Total # of districts or LEAs in state

Number of districts/LEAs meeting “n” size

Number of districts/LEAs making AYP for READING

Number of districts/LEAs making AYP for MATH

Number of districts/LEAs making AYP overall

3 Not a sum

4 Not a sum

5 Not a sum

6 Not a sum

7 Not a sum

8 Not a sum

HS Not a sum

OVERALL Not a sum Not a sum

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•Included below is the outline for an example table•This table allows for states to highlight successes•At the same time this table displays all necessary information

NCEO Indicator 3 Tool

To be used for lifting assessment data from Section 618: Table 6

reports

Altman, J. R., Bremer, C., Vang, M., Thurlow, M., & Rogers, C. (2008)

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Assessment Data

From: 618: Table 6

To: APR Indicator 3

• Table 6 is included in the section 618 report– Table 6 must be submitted w/ APR in February

• It looks something like this (broken up into worksheets in excel):

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Table 6: What is it?

Section 628: Table 6 Participation Regular Assessment Alternate Assessment Non Participants

GRADE

LEVEL

STUDENTS

WITH IEPs

(1)

ALL

STUDENTS

(2) TOTAL (3)

SUBSET (OF 3) WHO

TOOK THE ASSESSMEN

T WITH ACCOMMOD

ATIONS (3A)

LEP STUDENTS IN US < 12 MONTHS WHOSE

ENGLISH PROFICIENC

Y TEST REPLACED REGULAR

ASSESSMENT (3B)1

SUBSET (OF 3) WHOSE

ASSESSMENT RESULTS

WERE INVALID2 (3C) TOTAL (4)

SUBSET (OF 4) WHOSE

ALTERNATE WAS

SCORED AGAINST GRADE LEVEL

STANDARDS (4A)

SUBSET (OF 4) WHOSE

ALTERNATE WAS

SCORED AGAINST MODIFIED

ACHIEVEMENT

STANDARDS (4B)

SUBSET (OF 4B)

COUNTED AT THE

LOWEST ACHIEVEME

NT LEVEL BECAUSE OF THE NCLB

2% CAP1(4C)

SUBSET (OF 4) WHOSE

ALTERNATE WAS

SCORED AGAINST

ALTERNATE ACHIEVEME

NT STANDARDS

(4D)

SUBSET (OF 4D)

COUNTED AT THE

LOWEST ACHIEVEME


1% CAP2(4E)

SUBSET (OF 4) WHOSE

ASSESSMENT RESULTS

WERE INVALID3(4F)

STUDENTS WHO TOOK

ANOUT OF

LEVEL TEST (5)

PARENTAL EXEMPTION

S (6) ABSENT (7)

DID NOT TAKE FOR

OTHERREASONS1(8)

3

4

5

6

7

8

HIGH SCHOOL

(SPECIFY

GRADE:

___________)

• Calculations:– a. # of children with IEPs in assessed grades– b. # of children with IEPs in regular assessment with no

accommodations– c. # of children with IEPs in regular assessment with accommodations– d. # of children with IEPs in alternate assessment against grade level

achievement standards– e. # of children with IEPs in alternate assessment against alternate

achievement standards

• Account for any children included in “a” but not included in “b, c, d, or e” above.

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Indicator 3B - Participation

Statewide Assessment –2007-2008

Reading Assessment Participation Total

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade HS # %

a Children with IEPs

bIEPs in regular assessment with no accommodations

cIEPs in regular assessment with accommodations

d

IEPs in alternate assessment against grade-level standards(AA-GLAAS)

IEPs in alternate assessment against modified standards(AA-MAAS)

e

IEPs in alternate assessment against alternate standards (AA-AAAS)

f Overall (b+c+d+e) Baseline

Overall %

Students Included in IEP count but not included in assessments above

Students who took an out of level Test

Parental Exemptions

Absent

Did not take for other reasons

Annual Performance Report: Indicator 3

15


16


Math Assessment Participation Total





d



e



Overall %



Parental Exemptions

Absent


17

•The entire APR Indicator 3 participation table can be created using 618: Table 6 Data!!!!

•In the example to come Table 6 location is listed in each APR cell in the following format:

•(Column) : (Grade)





a Children with IEPs 1:3 1:4 1:5 1:6 1:7 1:8 1:HS =row sum


3:3 (-) 3a:3 3:4 (-) 3a:4 3:5 (-) 3a:5 3:6 (-) 3a:6 3:7 (-) 3a:7 3:8 (-) 3a:83:HS (-) 3a:HS

=row sum=row sum (/)

total IEP


3a:3 3a:4 3a:5 3a:6 3a:7 3a:8 3a:HS =row sum=row sum (/)

total IEP

d


4a:3 4a:4 4a:5 4a:6 4a:7 4a:8 4a:HS =row sum

=row sum (/) total IEP


4b:3 4b:4 4b:5 4b:6 4b:7 4b:8 4b:HS =row sum


e


4d:3 4d:4 4d:5 4d:6 4d:7 4d:8 4d:HS =row sum


f Overall (b+c+d+e) Baseline 3:3 (+) 4:3 3:4 (+) 4:4 3:5 (+) 4:5 3:6 (+) 4:6 3:7 (+) 4:7 3:8 (+) 4:83:HS (+)

4:HS=row sum


Overall %= box above (/) by grade 3 IEP count

= box above (/) by grade 4 IEP count





= box above (/) by grade HS IEP count



5-3 5-4 5-5 5-6 5-7 5-8 5-HS =row sum=row sum (/) total IEP

Parental Exemptions 6-3 6-4 6-5 6-6 6-7 6-8 6-HS =row sum=row sum (/) total IEP

Absent 7-3 7-4 7-5 7-6 7-7 7-8 7-HS =row sum=row sum (/) total IEP


8-3 8-4 8-5 8-6 8-7 8-8 8-HS =row sum=row sum (/)

total IEP

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618: Column 1Grade 3




Reading Assessment Participation

Grade 3




d



e


fOverall (b+c+d+e) Baseline

Overall %



Parental Exemptions

Absent


GRADE LEVEL STUDENTS WITH IEPs (1) ALL STUDENTS (2)

3

4

5

6

7

8HIGH SCHOOL (SPECIFY GRADE: ___________)

Indicator 3

618: Table 6

TestData

19

CHILD COUNT DATA



Grade 3




d



e



Overall %



Parental Exemptions

Absent


GRADE LEVEL

STUDENTS WITH DISABILITIES WHO TOOK REGULAR ASSESSMENT ON GRADE LEVEL ACHIEVEMENT STANDARDS

TOTAL (3)

SUBSET (OF 3) WHO TOOK THE ASSESSMENT

WITH ACCOMMODATION

S(3A)

LEP STUDENTS IN US < 12 MONTHS WHOSE ENGLISH

PROFICIENCY TEST REPLACED

REGULAR ASSESSMENT (3B)1

SUBSET (OF 3) WHOSE

ASSESSMENT RESULTS WERE

INVALID2 (3C)

3 Blue Green45678

HIGH SCHOOL (SPECIFY GRADE: ___________)

IEPs in regular assessment with no accommodations

equal to BLUE minus GREEN

Indicator 3

618: Table 6

20

REGULAR ASSESSMENT DATA



Grade 3




d



e



Overall %



Parental Exemptions

Absent


GRADE LEVEL

STUDENTS WITH DISABILITIES WHO TOOK REGULAR ASSESSMENT ON GRADE LEVEL ACHIEVEMENT STANDARDS

TOTAL (3)

SUBSET (OF 3) WHO TOOK THE ASSESSMENT

WITH ACCOMMODATION

S(3A)

LEP STUDENTS IN US < 12 MONTHS WHOSE ENGLISH

PROFICIENCY TEST REPLACED

REGULAR ASSESSMENT (3B)1

SUBSET (OF 3) WHOSE


INVALID2 (3C)345678

HIGH SCHOOL (SPECIFY GRADE: ___________)

Indicator 3

618: Table 6

21




Grade 3




d



e



Overall %



Parental Exemptions

Absent


GRADE LEVEL

STUDENTS WITH DISABILITIES WHO TOOK ALTERNATE ASSESSMENT

TOTAL (4)

SUBSET (OF 4) WHOSE

ALTERNATE WAS


STANDARDS (4A)

SUBSET (OF 4) WHOSE

ALTERNATE WAS


ACHIEVEMENT

STANDARDS (4B)

SUBSET (OF 4B)

COUNTED AT THE

LOWEST ACHIEVEME


2% CAP1(4C)

SUBSET (OF 4) WHOSE

ALTERNATE WAS

SCORED AGAINST

ALTERNATE ACHIEVEME

NT STANDARDS

(4D)

SUBSET (OF 4D)

COUNTED AT THE

LOWEST ACHIEVEME


1% CAP2(4E)

SUBSET (OF 4)

WHOSE ASSESSM

ENT RESULTS

WERE INVALID3(

4F)345678HIGH SCHOOL (SPECIFY GRADE: ___________)

GRADE LEVEL


TOTAL (4)AA-GLAAS

(4A) AA-MAAS(4B)345678HIGH SCHOOL (SPECIFY GRADE: ___________)

Indicator 3 618: Table 6

22



Grade 3




d

IEPs in alternate assessment against grade-level standards(AA-GLAAS)IEPs in alternate assessment against modified standards(AA-MAAS)

e



Overall %



Parental Exemptions

Absent


GRADE LEVEL


TOTAL (4)AA-GLAAS


Indicator 3

618: Table 6

23

ALTERNATE ASSESSMENT DATA



Grade 3




d



e



Overall %



Parental Exemptions

Absent


GRADE LEVEL


TOTAL (4)AA-GLAAS


Indicator 3

618: Table 6

24




Grade 3




d



e



Overall %



Parental Exemptions

Absent


GRADE LEVEL


TOTAL (4)

SUBSET (OF 4) WHOSE

ALTERNATE WAS


STANDARDS (4A)

SUBSET (OF 4) WHOSE

ALTERNATE WAS


ACHIEVEMENT

STANDARDS (4B)

SUBSET (OF 4B)

COUNTED AT THE

LOWEST ACHIEVEMENT LEVEL BECAUSE

OF THE NCLB

2% CAP1(4C)

SUBSET (OF 4) WHOSE

ALTERNATE WAS

SCORED AGAINST

ALTERNATE ACHIEVEME

NT STANDARDS

(4D)

SUBSET (OF 4D)

COUNTED AT THE

LOWEST ACHIEVEMENT LEVEL BECAUSE

OF THE NCLB

1% CAP2(4E)

SUBSET (OF 4)

WHOSE ASSESSM

ENT RESULTS

WERE INVALID3(

4F)345678HIGH SCHOOL (SPECIFY GRADE: ___________)

GRADE LEVEL

SUBSET (OF 4B) COUNTED AT THE

LOWEST ACHIEVEMENT

LEVEL BECAUSE OF THE NCLB 2% CAP1(4C)

SUBSET (OF 4) WHOSE

ALTERNATE WAS SCORED AGAINST

ALTERNATE ACHIEVEMENT

STANDARDS (4D)

SUBSET (OF 4D) COUNTED AT THE

LOWEST ACHIEVEMENT

LEVEL BECAUSE OF THE NCLB 1% CAP2(4E)

SUBSET (OF 4) WHOSE


INVALID3(4F)

3

4

5

6

78HS


25



Grade 3




d



e


fOverall (b+c+d+e+f) Baseline

Overall %



Parental Exemptions

Absent


GRADE LEVEL

SUBSET (OF 4B) COUNTED AT THE

LOWEST ACHIEVEMENT

LEVEL BECAUSE OF THE NCLB 2% CAP1(4C)

SUBSET (OF 4) WHOSE

ALTERNATE WAS SCORED AGAINST

ALTERNATE ACHIEVEMENT

STANDARDS (4D)

SUBSET (OF 4D) COUNTED AT THE

LOWEST ACHIEVEMENT

LEVEL BECAUSE OF THE NCLB 1% CAP2(4E)

SUBSET (OF 4) WHOSE


INVALID3(4F)

3

4

5

6

78HS

Indicator 3

618: Table 6

26




Grade 3



Blue


Green

d


Red


Yellow

e


Violet


Overall %



Parental Exemptions

Absent


Overall equal to Blue + Green + Red + Yellow +

Violet

Indicator 3

27

OVERALL CALCULATIONS



Grade 3

a Children with IEPs Green



d



e


fOverall (b+c+d+e+f) Baseline BlueOverall %



Parental Exemptions

Absent


Overall % equal to Blue divided by Green and then

multiplied by 100

Indicator 3

28




Grade 3




d



e



Overall %



Parental Exemptions

Absent


GRADE LEVEL

STUDENTS WHO DID NOT TAKE AN ASSESSMENT IN ACCORDANCE WITH NCLB

STUDENTS WHO TOOK AN

OUT OF LEVEL TEST (5)

STUDENTS WHO DID NOT TAKE ANY ASSESSMENTPARENTAL

EXEMPTIONS (6) ABSENT (7)

DID NOT TAKE FOR OTHER

REASONS1(8)

3

4

5

6

7

8

HIGH SCHOOL

Indicator 3

618: Table 6

29

NON-PARTICIPANT DATA





bIEPs in regular assessment with no accommodations Blue Green Red Yellow Violet Orange Pink


dIEPs in alternate assessment against grade-level standards(AA-GLAAS)


eIEPs in alternate assessment against alternate standards (AA-AAAS)


Overall %



Parental Exemptions

Absent



30



Total

# %


bIEPs in regular assessment with no accommodations Blue






Overall %



Parental Exemptions

Absent



multiplied by 100(same is true for all cells in

this COLUMN)

31


32

QUESTIONS, COMMENTS AND CONCERNSQUESTIONS, COMMENTS AND CONCERNS

Indicator 3C - Performance

• Calculations:– a. # of children with IEPs in assessed grades– b. # of children with IEPs proficient or above in regular assessment

with no accommodations– c. # of children with IEPs proficient or above in regular assessment

with accommodations– d. # of children with IEPs proficient or above in alternate assessment

against grade level achievement standards– e. # of children with IEPs proficient or above in alternate assessment

against alternate achievement standards

• REMEMBER – Raw numbers are VITAL!!!33


Reading Assessment Performance Total





d



e



Overall %

34


35


Math Assessment Performance Total





d



e



Overall %


36

•Most of the APR Indicator 3 performance table can be created using 618: Table 6 Data!!!!

•In the example to come Table 6 location is listed in the following format:

•(Column) : (Grade)





a Children with IEPs 1:3 1:4 1:5 1:6 1:7 1:8 1:HS 1:3


N/A N/A N/A N/A N/A N/A N/A N/A N/A


9a:3 (-) box above

9a:4 (-) box above

9a:5 (-) box above

9a:6 (-) box above

9a:7 (-) box above

9a:8 (-) box above

9a:HS (-) box above

=row sum9a:3 (-) box

above

d


9b:3 9b:4 9b:5 9b:6 9b:7 9b:8 9b:HS =row sum 9b:3


9c:3 9c:4 9c:5 9c:6 9c:7 9c:8 9c:HS =row sum 9c:3

e


9d:3 9d:4 9d:5 9d:6 9d:7 9d:8 9d:HS =row sum 9d:3

f Overall (b+c+d+e) Baseline=sum of

assessments above

=sum of assessmen

ts above

=sum of assessmen

ts above

=sum of assessmen

ts above

=sum of assessmen

ts above

=sum of assessmen

ts above

=sum of assessmen

ts above=row sum

=sum of assessmen

ts above

Overall %

= box above (/) by grade 3 IEP

count






= box above (/) by grade HS IEP count

37


618: Proficient Levels Table 9dGrade 6



Reading Assessment Performance

Grade 3




d



e



Overall %

GRADE LEVEL STUDENTS WITH IEPs (1) ALL STUDENTS (2)

3

4

5

6

7

8HIGH SCHOOL (SPECIFY GRADE: ___________)

Indicator 3

618: Table 6

38

CHILD COUNT DATA



Grade 3




d



e



Overall %

Indicator 3618: Table 6

39


Not Available on 618: Table 6



Grade 3



Blue


Green

d



e



Overall %

For IEPs in regular assessment with no accommodations sum

columns shaded below then take that result and subtract Green

Indicator 3

618: Table 6

40


REGULAR ASSESSMENT ON GRADE LEVEL (9A)

GRADE LEVEL TEST NAME

9A ROW

TOTAL1Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9

3

4

5

6

7

8

HS

Example of state with minimum proficient level of 3



Grade 3




d



e



Overall %


41


ALTERNATE ASSESSMENT ON GRADE LEVEL STANDARDS (9B)


9A ROW


3

4

5

6

7

8

HS


For IEPs in AA-GLAAS sum columns shaded above starting

with minimum proficient level and moving right



Grade 3




d



e



Overall %

Indicator 3

618: Table 6

42


For IEPs in AA-MAAS sum columns shaded above starting


ALTERNATE ASSESSMENT ON MODIFIED STANDARDS (9C)


9A ROW


3

4

5

6

7

8

HS




Grade 3




d



e



Overall %

Indicator 3

618: Table 6

43


For IEPs in AA-AAAS sum columns shaded above starting


ALTERNATE ASSESSMENT ON ALTERNATE ACHIEVEMENT STANDARDS (9D)


9A ROW


3

4

5

6

7

8

HS




Grade 3



Blue


Green

d


Red


Yellow

e


Violet


Overall %

Overall equal to Blue + Green + Red + Yellow +

Violet

Indicator 3

44




Grade 3




d



e


fOverall (b+c+d+e+f) Baseline BlueOverall %


multiplied by 100

Indicator 3

45






bIEPs in regular assessment with no accommodations Blue Green Red Yellow Violet Orange Pink






Overall %

46




Total

# %


bIEPs in regular assessment with no accommodations Blue






Overall %


multiplied by 100(same is true for all cells in

this COLUMN)

47


48


Improvement Activities (IAs)

49

A. Improve data collection and reporting

B. Improve systems administration and monitoring

C. Provide training/professional development

D. Provide technical assistance

E. Clarify/examine/develop policies and procedures

F. Program development

G. Collaboration/coordination

H. Evaluation

I. Increase/adjust Full Time Equivalent

J. Other

50

Improvement Activities (IAs): Categories A-J

J. Other

J1. Data analysis for decision-making at state level

J2. Data provision/verification – state to local

J3. Implementation/development of new/revised test

J4. Pilot project

J5. Grants – state to local

J6. Document, video, or web-based development/dissemination/framework

51

Improvement Activities (IAs): Categories J1 – J6

J7. Standards development/revision/dissemination

J8. Curriculum/instructional activities development/dissemination

J9. Data or best practices sharing, highlighting successful districts, conferences of practitioners

J10. Participation in national/regional organizations, looking at other states’ approaches

J11. State working with low-performing districts

J12. Implement required elements of NCLB accountability

52

Improvement Activities (IAs): Categories J7 – J12

1. Ensure that all assessment-related IAs are included in the Indicator 3 IA section

2. Check that all IAs in the section are actually related to assessment

3. It is fine to repeat or copy IAs from other Indicator sections if they are relevant to assessment

53

Tips for Reporting Improvement Activities (IAs)

4. Clearly indicate a timeframe for each IA, using school year notation (e.g., SY 2006-07)

5. Describe the IA in sufficient detail to allow the reader to understand key features and rationale

6. It is not necessary to list in detail multiple instances of the same IA – try to provide an overview.

IF YOUR IA SECTION FOR INDICATOR 3 IS SHORTER THAN 3 PAGES OR LONGER THAN 10 PAGES, YOU MAY WANT TO REVIEW THESE GUIDELINES!

54



7. Indicate the current progress and/or status of the implementation of each IA; note those IAs that have been completed, continued, suspended, or discontinued, providing explanations as appropriate; indicate changes or adjustments to IAs in response to context or experience.

8. Either a table or paragraph format is appropriate.

55

Timeline Activity/Description Progress/Status [completed, continued, suspended, discontinued]

SY 2006-07 1. Professional DevelopmentDeliver training to district special education personnel on data management procedures pertaining to student progress monitoring to enhance collection, analysis, and reporting of student data.

Completed. Special Education Directors’ conference in March, 2007.

SY 2006-07 2. Accommodations Manual Disseminate revised Manual on Accommodations for Assessment and Instruction via regional meetings, and posted on state education website.

Completed. Regional roll-out meetings in Fall 2006. Website posting of finalized revision in October, 2006.

SY 2006-07 3. Data verification – state to localProvide assessment data through district profiles to district superintendents and special education directors as part of continuous improvement process.

Completed & Ongoing. Summer 2006, & on annual basis.

SY 2006-07 4. Schools of Distinction initiativeState Division of Special Education recognizes schools of distinction based on student performance data for students with disabilities. Formalize connections by region for schools with low student performance to Schools of Distinction, and present best practices from previous years’ Schools of Distinction awardees.

Completed & Ongoing. Fall 2006, & on annual basis.

56

57

CONTACTS

Questions related to AYP, Participation, & Performance Data:•Jason R. Altman, Research Coordinator, [email protected], 612-624-8561

Questions related to Improvement Activities:•Chris Bremer, Research Associate, [email protected], 612-625-7595•Chris Rogers, Research Fellow, [email protected], 612-626-7233

General Indicator 3 Questions:•Martha Thurlow, Director, [email protected], 612-624-4826

For additional information on Indicator 3 please see: http://nceo.info/indicator3/default.html

mailto:[email protected]




http://cehd.umn.edu/nceo/indicator3/default.html

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nceo indicator 3 teleconference

Documents

ayp total n districts

percentage of districts

nceo indicator

data analysis

sets of data

state personnel

regular assessment

states ayp objectives